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Pupil Premium

Pupil Premium Historical Summary

The Pupil Premium was introduced in April 2011 and paid for by means of a specific grant based on school census figures for pupils registered as eligible for FSM in reception to Year 11. For looked after children the Pupil Premium was calculated using the Children Looked After data (SSDA903). A premium has also been introduced for children whose parents are currently serving in the armed forces. This service premium is designed to address the emotional and social well-being of these pupils. The Pupil Premium is additional to main school funding and it will be used by this school to address any underlying inequalities between children eligible by ensuring that funding reaches the pupils who need it most.

What are our key strategies to close the attainment and progress gaps for FSM and Pupil Premium Pupils at our academy?

Pupil Premium funding is identified in the budget by the Head Teacher, TSAT and SENCO and spending is clearly allocated for specific initiatives targeted at Pupil Premium students.

The Schools practice seeks to comply with the DFE’s recommendations where practical and considered in the best interest of the individual.

Recent reports relating to the use of Pupil Premium e.g. from Ofsted and the DFE are read, understood and used to inform future decisions about the use of Pupil Premium funding and to ensure that funding is allocated to activities that are most likely to have an impact on improving achievement.

The School reviews this policy on a systematic basis following the publication of examination results and termly tracking data to assess the impact and relative effectiveness of initiatives and interventions on student progress.

The School ensures the Head teacher and a designated member of the senior leadership team has a clear overview of how the funding is being allocated and review data termly to monitor the outcomes and impact. This is also monitored termly by the Finance officer for TSAT and the Head Teacher

The School never confuses eligibility of the Pupil Premium with low ability, and focuses on supporting our disadvantaged students to achieve outstanding academic progress. The key to student success is ensuring that all teaching is carefully planned to meet the differing needs of all learners, rather than relying on interventions.

Where more support is needed Skilled Teaching Assistants and External Support Agencies are allocated to teach intervention groups to improve attainment within Core Subjects.

Teachers and other practitioners are well aware of those students who are in receipt of the Pupil Premium and play a full part in deciding which strategies and targeted interventions might be appropriate for individual students at core subject meetings in KS1 and KS2.

The Support strategies set up by the school are intended to tackle a range of issues e.g. attendance, behaviour, factors outside the school, professional inset on Pupil Premium pupils, effective teaching and learning, strong careers information, advice and guidance , literacy support, targeted support, good facilities for supported study, further enrichment.

The Head Teacher and the Trust have agreed a policy for Pupil Premium to guide the use of funds and to ensure that represents value for money.

The Head Teacher, Leadership Team and SENCO will regularly and rigorously monitor, evaluate and review the strategies we have put into place for Pupil Premium and report to the RGB on its progress and impact.

Statistics and Quality Assurance

  • Currently (September 2017) 1% of our pupils are entitled to benefit from the additional funding.
  • Each entitled pupil receives £1,320 per annum.

The School measures the impact of the Pupil Premium spending by:

  • Tracking the progress of Pupil Premium students each term to compare their attainment and achievement to Non Pupil Premium students and other groups of students in the School e.g. SEN/EAL.
  • This also includes an analysis of the results of boys and girls.
  • Assessing the success of students at the end of Key Stage 2 relative to their target grades and against national threshold measures e.g. 6S+ in English and Mathematics,
  • Producing termly reports for the Head Teacher, TSAT and SLT on the progress of Pupil Premium students across the whole school in each year group and across individual subject areas compared to all students and other significant groups of students across the School.
  • Ensuring that we are focused on closing the gap in progress and attainment between those in receipt of pupil premium and those who are not.

Curriculum focus of PPG spending 2016-2017

In the year 2016-2017, the school received an estimated £137,000 additional pupil premium funds.

Some, though not all, children in receipt of the Pupil Premium can experience difficulties in engagement in learning and maintaining concentration levels and have less well-developed communication and social skills. Whilst this can be true of all pupils, there may be a greater impact on pupils who are in receipt of Pupil Premium.

The following support was made available to all pupils entitled to Pupil Premium during 2016-2017.

  • Occupational Therapy Support – Internal and external support to work with fine and gross motor skills to ensure core stability, posture, handwriting and access to structured play and creative arts is not impinged.
  • Additional phonics interventions delivered by phonics teacher.
  • Occupational Therapy Resources – Allowed us to provide additional physical support measures to facilitate improvements in FMS and GMS.
  • Speech and Language, EAL. We have internal and external support teams that worked closely with Teachers to analyse and support students that have difficulty in grasping and working with written and oral language.
  • Reading Initiatives – Accelerated Reader extended to further year groups. Paired Readers, TA Reading Interventions (based on gap analysis).
  • Education City interactive learning curriculum platform, to raise engagement and attainment throughout whole school but focusing on additional strategies for PP.
  • BEAM (Balance Education and Movement,) FIZZY (stage 2 of BEAM,) Core and Compression (therapeutic body awareness and control) – Part of the Occupational therapy support but aimed at all students that have difficulty with maintaining focus and sitting still and concentrating for longer periods.
  • Self-Esteem – Delivered in house by Pastoral Manager and SEND team and Additional support provided for well-being if needed.
  • Educational Psychologist – Bought in service to offer additional support and assessments.
  • Phonics – Specific and Tailored interventions from Skilled Teacher to help with building language skills and raising chances of accessing the whole curriculum.
  • Teaching Assistant support – all Teaching Assistants were involved in key skills gap analysis and focused interventions based on that analysis. They worked with small groups to plug learning gaps and therefore increase student’s skills in core subjects leading to greater attainment.
  • Clubs – Led by staff (before school, lunchtime, after school) to work with students on various physical, creative, sport themes to raise engagement, attainment and enjoyment.

Pupil Premium Impact 2016-2017

EYFS

  • 33.3% of PP children achieved GLD at the end of Reception
  • 81.8% of non PP children achieved GLD at the end of Reception
  • 100% of PP children made expected progress through Reception
  • 96.4% of non PP children made expected progress through Reception + gap of 3.6%

Year 1 Attainment

  • 75% of PP children achieved ARE in Reading
  • 72.5% of non PP children achieved ARE in Reading
  • 50% of PP children achieved ARE in Writing
  • 64.7% of non PP children achieved ARE in Writing
  • 75% of PP children achieved ARE in Maths
  • 70.6% of non PP children achieved ARE in Maths

PP children are making better than expected progress in Reading and Maths compared to non PP children. Fewer PP children achieved Age Related Expectations in Writing compared to non PP children.

Year 1 Progress

  • 50% of PP children made at least expected progress in Reading
  • 37.3% of non PP children made at least expected progress in Reading
  • 25% of PP children made at least expected progress in Writing
  • 27.5% of non PP children made at least expected progress in Writing
  • 75% of PP children made at least expected progress in Maths
  • 41.2% of non PP children made at least expected progress in Maths

PP children are making better than expected progress in Reading and Maths compared to the non PP children. Fewer PP children are making at least expected progress in Writing when compared to non PP children.

Year 2 Attainment

  • 51.1% of PP children achieved ARE in Reading
  • 72.9% of non PP children achieved ARE in Reading
  • 28.6% of PP children achieved ARE in Writing
  • 61.2% of non PP children achieved ARE in Writing
  • 42.9% of PP children achieved ARE in Maths
  • 67.1% of non PP children achieved ARE in Maths

Year 2 Progress

  • 100% of PP children made at least expected progress in Reading
  • 38.6% of non PP children made at least expected progress in Reading
  • 0% of PP children made at least expected progress in Writing
  • 20.4% of non PP children made at least expected progress in Writing
  • 66.6% of PP children made at least expected progress in Maths
  • 50% of non PP children made at least expected progress in Maths

Year 3 Attainment

  • 72.7% of PP children achieved ARE in Reading
  • 74% of non PP children achieved ARE in Reading
  • 63.6% of PP children achieved ARE in Writing
  • 69.9% of non PP children achieved ARE in Writing
  • 90.9% of PP children achieved ARE in Maths
  • 75.3% of non PP children achieved ARE in Maths

Year 3 Progress

  • 50% of PP children made at least expected progress in Reading
  • 63% of non PP children made at least expected progress in Reading
  • 72.7% of PP children made at least expected progress in Writing
  • 74% of non PP children made at least expected progress in Writing
  • 90.9% of PP children made at least expected progress in Maths
  • 74% of non PP children made at least expected progress in Maths

Year 4 Attainment

  • 71.4% of PP children achieved ARE in Reading
  • 61.9% of non PP children achieved ARE in Reading
  • 14.3% of PP children achieved ARE in Writing
  • 43.2% of non PP children achieved ARE in Writing
  • 28.6% of PP children achieved ARE in Maths
  • 63% of non PP children achieved ARE in Maths

Year 4 Progress

  • 71.4%of PP children made at least expected progress in Reading
  • 53.1% of non PP children made at least expected progress in Reading
  • 71.4% of PP children made at least expected progress in Writing
  • 40.7% of non PP children made at least expected progress in Writing
  • 28.6% of PP children made at least expected progress in Maths
  • 50.6% of non PP children made at least expected progress in Maths

Year 5 Attainment

  • 58.8% of PP children achieved ARE in Reading
  • 65.5% of non PP children achieved ARE in Reading
  • 47.1% of PP children achieved ARE in Writing
  • 53.4% of non PP children achieved ARE in Writing
  • 41.2% of PP children achieved ARE in Maths
  • 56.9% of non PP children achieved ARE in Maths

Year 5 Progress

  • 66.6% of PP children made at least expected progress in Reading
  • 67.3% of non PP children made at least expected progress in Reading
  • 66.6% of PP children made at least expected progress in Writing
  • 55% of non PP children made at least expected progress in Writing
  • 66.6% of PP children made at least expected progress in Maths
  • 73.4% of non PP children made at least expected progress in Maths